Accessibility features on MacBook Pro

As we read in Roblyer (2016), there are Special Education and inclusion requirements for students with disabilities. Computer and device manufactures have built-in free features that can assist users.I am using a MacBook Pro operating OS X Version 10.9.5. I am truly astounded at all the accessibility features available to those who require assistive technologies. But I am even more surprised that these features are not more well known or publicized so that these features can be utilized to their fullest to make computers more useful for those with disabilities. I plan on sharing with staff and parents when I see the need arise.

According to Apple (2015),the following are the available accessibility features or devices for MacBook Pro.

For users with low vision or blindness,the following features are available:

• VoiceOver is a text-to-speech tool that tells the user exactly what’s happening on the Mac, and lets the user fully interact with it using gestures, a keyboard, or a braille display.

• Zoom is a powerful built-in magnifier that lets the user enlarge the screen up to 20 times, so you can better see what’s on the display. It can be used full screen or picture-in-picture, allowing you to see the zoomed area in a separate window while keeping the rest of the screen at its native size.

• Dictation lets a user talk where you would type — and works in over 40 languages. So you can reply to an email, search the web, or write a report using just your voice. Navigate to any text field, activate Dictation, then say what you want to write. Dictation converts words into text.

• Contrast Options–If a  user needs higher contrast or a lack of color to better see what’s on the display, OS X lets you invert colors or enable gray scale onscreen. Once preferences are set, they apply system wide, so you get the same view in every app.

• Cursor Size–OS X lets you magnify your cursor so it’s easier to see where you are and follow along as you move around your Mac.

Users with speech impairments can access the following features:

• FaceTime lets you communicate visually, whether through the use of sign language, gestures, or facial expressions.

• iMessage lets you chat with others via text.

• Text to Speech lets you hear words read aloud to you help with expressive speech development — or will even communicates for you by speaking the words you type.

If a Mac user has hearing impairment or loss the following features can be accessed.

• Face Time is a built- in video call/conferencing feature. Someone with a hearing problem can communicate through sign language.

• Closed Captions- The user can read the captions from an audio recording or conversation.

• iMessages have the capability to interact with other iOS and Mac OS users through text.

• Mono Audio-on Apple devices sound can convert stereo sound to mono. It is helpful for a person who has a hearing problem in one ear.

These features are available for users with physical impairments.

• Switch Control gives you the ability to navigate onscreen keyboards, menus, and the Dock using a system commonly referred to as scanning. Create  custom panels and keyboards, systemwide or app by app, to provide the most efficient access to the Mac. And a variety of adaptive devices such as a switch, a joystick, a keyboard space bar, or even a single tap on the Multi-Touch trackpad can be used.

• Slow Keys adjusts the sensitivity of the keyboard to process only the keystrokes the user means to make.

• Sticky Keys combines the keystrokes of the user by letting you press keys one at a time, instead of simultaneously, to enter commands.

Those users who need assistance because of cognitive or learning disabilities can access theses features:

• Simple Finder–With parental controls, the Mac can be set up to provide a simplified experience that may be easier for people with cognitive and learning disabilities.

• With Text to Speech any text can be highlighted and it will be read aloud. The user can choose from male or female voices to do the reading. The speaking rate can also be adjusted.

Apple – Accessibility – OS X. (2015). Retrieved August 10, 2015,    from https://www.apple.com/accessibility/osx/

Roblyer, M. (2016). Integrating educational technology into teaching (Seventh ed.).

Obstacles to Integration

In a research article by Clark and Zagarell(2012), they describe a technological divide in the United States between the individual educators, who are the deciding factor as to whether technology is used in the classroom, and the need for technology integration.The education system in the United States continues to grapple with adapting to change, especially when it comes to integrating technology in the curriculum. The only way to give our students a successful opportunity in the world market is to bridge the technological divide that exists in our schools. (Clark & Zagarell(2012). No where in the subject areas is this more prevalent than Language Arts.

With the onset of the Common Core State Standards, administrators are requiring teachers to be proficient in using technology in the classroom for instruction and keep up to date with the training needed. However, there are many obstacles when attempting to bridge this technological divide.

Teachers’ lack of training and knowledge are the primary reasons attributed to the lack of technology integration in this country. Even though many of our new teachers have been referred to as “digital natives” Clark & Zagarell(2012), they seem to have superficial technology skills. Veteran teachers lack not only the skills of these digital natives, but also the time to receive training if it is even available. Extensive training and technology support are not provided in many school districts and therefore teachers are using the same teaching methods and tools they have always used. In addition, looking at the wide age range of the current population of teachers and the recent evolution of a more student-centered constructivist approach, there are many teachers who have not developed the necessary technology skills or are willing to give up the control that is offered in the teacher-centered models seen in past years. This lack of change in the classroom culture is further complicated with teachers’ concerns over the lack of time available to prepare and incorporate new technologies into the current classroom environment. For Language Arts teachers this can be more challenging because there is much more of a focus with tech integration, tools and apps etc. for both Math and the Sciences.

In addition to training and technology support constraints, teachers’ attitudes and perceptions about the use of technology in the classroom play key roles in whether technology integration takes place. Again, recalling the age and experience of much of the current teaching population, there appears to be a fearful attitude when using technology tools.  But change is uncomfortable and hard to deal with and with the state of flux in education today with constant additions and changes to initiatives, many teachers are quietly refusing to change. Language Arts teachers may not be as prepared or ready for the switch to technology. Giving up hand writing for keyboarding, traditional hard copy research for online research and electronic reading resources rather than books can be very overwhelming for the traditional LA teacher. According to Ertmer, Addison, Lane, Ross, &Woods(2000), one teacher reported, “ I see it (technology) on the outside. It’s still touching the curriculum, but it’s not my focus.”(p.62). Many teachers view technology as an additional or supplementary activity to the existing curriculum, rather than a tool to incorporate into all aspects of the classroom.

I think one of the unique challenges seen in early elementary language arts that was mentioned in Roblyer (2016) is the idea of expanding literacy to include “digital literacies” and “informational literacy” rather than just focusing on reading and writing literacies. Expanding to include these two additional literacies will further cut in to teachers already tight schedules and because many teachers are not they themselves well versed in digital or informational technology, we once again have the issues of time and training mentioned above.

Clarke, G. S., & Zagarell, J. (January 01, 2012). Technology in the Classroom: Teachers and Technology–A Technological Divide. Childhood Education, 88( 2), 136-139.

Ertmer, P. A., Addison, P., Lane M., Ross, E., & Woods, D. (2000). Examining teachers’ beliefs about the role of technology in the elementary classroom.Journal of research on Computing in Education, 32(1), 54-72.

Roblyer, M. (2016). Integrating educational technology into teaching (Seventh ed.).

Tear Down the Garden Wall

Here is a link to my VoiceThread about walled gardens.

https://voicethread.com/new/share/6949548/

Two global projects that are affected by walled gardens are Taking It Global and epals.com. Both of these projects provide invaluable lessons,opportuinies and experiences for students.

References:

EPals. (n.d.). Retrieved July 30, 2015.

Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA:Pearson Education, Inc.

TakingITGlobal. (n.d.). Retrieved July 30, 2015.

Techopedia – Where IT and Business Meet. (n.d.). Retrieved July 29, 2015.

Webopedia: Online Tech Dictionary for IT Professionals. (n.d.). Retrieved July 29, 2015.

Preschoolers and Internet Safety

As an instructor of very young students, Internet Safety is about protection and guidance. When children are 3-5 years old, Internet safety should be presented very much the same way as other safety rules for youngsters. Presenting guidelines and expectations for Internet use is much along the same lines as “Stranger Danger”. The point is not to scare the children, but make them aware that, just like the world they live in, the Internet world has dangers as well. (Roblyer 2016) We should discuss in general terms that some places on the Internet are not for children and that sometimes there are bad people online. And just as in the real world setting, NEVER leave a young student unsupervised online.

So keeping the rules very short, basic and positive, students will take the pledge below.

Internet Safety Pledge for Preschool Students (Netsmartz 2015)

I promise to:

• Only visit websites that my grown ups say are OK.
• Always have a grown up with me when I am on the Internet.
• Be nice to others on the Internet.
• Keep my password and log in a secret.
• Tell a trusted grown up – my teachers or parents – if something makes me sad or feel badly online.

References

Roblyer, M. (2016). Integrating educational technology into teaching (Seventh ed.).

Netsmartz Safety Pledges. (n.d.). Retrieved July 29, 2015, from http://www.netsmartz.org/Resources/Pledges

Resources

AT&T Safety Land

Brain Pop Jr. Internet Safety

Child Rescue Network – Internet Safety

Common Sense Media Digital Citizenship Curriculum

I Keep Safe

Netsmartz Kids

Why Use the Basic Suite?

Relative Advantages of The Basic Suite Software

Whether you use Word or Docs, Powerpoint or Slides, Excel or Sheets there are advantages and issues of incorporating what is commonly referred to as the Basic Suite in the classroom setting. Generally speaking, the Basic Suite, according to Roblyer(2016), has some general benefits. These benefits are improved productivity of both teachers and students, improved appearance and accuracy of produced work and provides more opportunities to support the interaction and collaboration between teachers and students as well as students and students.

Specifically, Roblyer(2016) discusses the advantages, issues and uses in the classroom of each unit of the Basic Suite.

Word Processing

Advantages
1.saves time for both teachers and students
2.enhances document appearance
3.allows sharing of documents
4.allows for collaboration of documents
5.supports student writing and language learning

Issues
1.questions as to the start age of students using word processing software-how young is too young?
2.keyboard skills will be needed to be taught
3.the possible detrimental effect on handwriting skills
4.impact on assessments regarding possible biased toward students who use word processing versus handwriting and alternatively, students must have skills in order to take computer-based assessments
5.with spelling and grammar tools available to students, problems can occur with inadvertent mistakes.

Spreadsheet software

Advantages
1.saves time for all users
2.organizes displays of information
3.supports asking “what if?” questions
4.increases student motivation to use mathematics
5.helps students better understand concepts behind graphs

Issues
1.students fear of working with numbers-much more comfortable with words
2.the complexity of the program-formulas etc. can be intimidating

Presentation Software

Advantages
1.helps organize thinking about a topic
2.enhances the impact of spoken information
3.allows for collaboration on presentations
4.supports Speaking and Learning standards of the Common Core State Standards

Issues
1.overuse or improper use of bullets,lists and other presentation features
2.students can neglect relevant information if too much focus is on the slides and not the presenter
3.connection between the presenter and the learners can be lost if, again focus is on the slides.
4.time and again, multimedia principles of design are violated when creating presentations.

As we have worked through this unit, I have been inspired by the wealth of ideas and uses for classroom applications using the Basic Suite software.While there are some issues or concerns with their use, it is my belief that first, the advantages and uses far outweigh the issues. Secondly, these are the tools that our students, regardless of their current age or skill level, are going to be required to be familiar and well versed in to be successful in both education and employment. As instructors, we must familiarize our students these necessary tools!
Reference
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA:Pearson Education, Inc.

Instructional Software in the Preschool Setting

According Roblyer (2016) there are five types of software for instructional use. The following is a discussion of the types of software, the benefits and limitations to the use of the software in the educational setting. I will also provide some examples of software for the preschool environment when possible.

Drill and Practice Software is software that provides exercises to the student, typically one at a time, to work through and provides the student with feedback on their performance. This type of software has the benefits of increasing student fluency, recall of prerequisite skills and rehearsal of newly learned skills.This type of software should not, however, be used for introducing new or unfamiliar material.There are benefits to using drill and practice especially at the preschool level. Students will get instant feedback and increased motivation.  An example at the preschool level would be a game from Sheppard Software called Animal Forest Game.

Tutorial Software provides the student with the complete module of learning without the need for additional outside instruction. Typically this type of software is geared toward older students and adults who would have good reading skills. The benefits of tutorial software are similar to the elements of drill and practice in that there is interactivity and feedback but it also provides a complete instructional lesson on its own. For the preschool level, it is rather difficult to provide tutorial instruction that completely stands on its own, without guidance from the teacher.

Simulation Software depicts a real or imaginary environment that can model a procedure, phenomena or situation. A simulation can slow down or speed up time to provide the learner with a more complete look at a process. Experiments are safe in a simulation and allows for varied repetition. This type of software also allows students to experience things that might otherwise not be possible. For example this past year, our third graders did a lab simulation to dissect owl pellets and went on a “field trip” to the desert. Simulations save school districts money. For preschoolers, there a very few age-appropriate simulation games, but one that I discovered is a series of apps called Dr. Panda Games. These are available on all mobile platforms. There are all sorts of places students can “go” and “experience” – the pool, the hospital, the airport etc. One example is Dr. Panda’s Bus Driver. It allows preschoolers to simulate driving a bus – stop for pedestrians, pick up passengers, fill-up the gas tank etc.

Instructional Game Software focuses on students gaining knowledge in an entertaining game-like atmosphere that includes competition and rules. One of the benefits of instructional gaming that I see as important is the possibility that the student may engage longer and more meaningfully in curriculum topics in this game format. Drawbacks to instructional games software might include the students’ inability to separate fun from learning, although, again, I see this as a possible benefit. If a student is engrossed in a learning game, it is possible and probable that some authentic learning is taking place. Some school districts, teachers and parents however, have yet to see the benefits of instructional games and many districts do not have the available hardware to allow multiple students to utilize the software.

The amount of available instructional games at all grade levels is staggering!When choosing the educational value of a game, Roblyer (2016) suggests the following 7 categories:

1. mentality challenge.
2. emotional fulfillment
3. knowledge enhancement
4. thinking skill development
5. interpersonal skills
6. spatial ability development and
7. bodily coordination.

The amount of instructional software games for preschool age students is nearly infinite but not all are age appropriate or meet Roblyr’s suggestions.Some sites I would use as examples of Instructional games for preschoolers are Starfall, More Starfall, abcYA, ABCMouse and PBSKids. These sites provide games that are age appropriate, educational, entertaining and engaging activities for younger learners.

Problem-Solving Software teaches learners how to develop problem-solving skills. The software must present challenging and motivating situations and scenarios with connections to problem-solving abilities. Benefits of this type of software include motivating students to stay on topic for a greater period of time, providing authentic problems and keeping students engaged as active learners. For younger students, PBSKids has a wonderful set of problem-solving games that are fun, entertaining and age-appropriate.

The relative advantage of using instructional software with preschool children in my opinion is to develop in these young students the skills they will need to be most familiar – technological and problem-solving skills. Using instructional software in an entertaining and engaging educational setting will develop these skills at age-appropriate levels while simultaneously presenting curriculum materials. As far back as 1999, in the area of Mathematics, the National Council of Teachers of Mathematics (NCTM) recommended that we “create a coherent vision of what it means to be mathematically literate both in a world that relies on calculators and computers to carry out mathematical procedures and in a world where mathematics is rapidly growing and is extensively being applied in diverse fields”(Clements, 1999). I believe that today, this view of literacy should encompass all areas and subjects and we must provide our youngest students with the skills they need to succeed in their 21st century environment.

References

 Roblyer, M.D. (2016). Integrating Educational Technology into Teaching (7th Ed.). Allyn & Bacon

 Clements, D. H. (1999). Effective use of computers with young children. In J. V. Copley (Ed.), Mathematics in the Early Years. Reston, VA: National Council of Teachers of Mathematics Pages 119-128.

Relative Advantage Chart

Technology use for Pre-Kindergarten students

Google Forms for Teachers Screencast Project

As the final project for EDTECH 513 I created a professional development screencast for teachers in my district to teach them how to use Google Forms. Many of my projects have had students as learners but I wanted to branch out and start producing PD projects for a couple of reasons. First, I really think this is a valuable tool for teachers to use in so many different ways and secondly, I think producing PD workshops is a good way for me to grow professionally. For the screencast itself I used Screencast-o-matic and then I imported it into a web-based app called eduCanon which allows the instructor to insert questions into any video. What a cool tool this is. You can grab the url from Youtube or other sites and using eduCanon, ask questions during a video to test for comprehension, provoke discussion, what ever you choose! I will need to practice a bit more to make my presentations more polished and professional but I think I am off to a good start.

Google Forms for Teachers Screencast Project

Redesigned RSS in Education Lesson

When I read through and reflected on the feedback on my original lesson (see previous post), I recognized a challenge to improve my lesson but also to confront a reoccurring theme online: very little appropriate content for younger students through RSS. I went back and searched through Feedly and Google and finally found a few things/sites I could use so that students could be introduced to RSS in the elementary classroom.I created another Feedly account for students. While I kept the initial objectives and rubric, I redesigned the assessment in Google forms and now have student data collected through this form of assessment.

So now, with the opportunity to redesign my lesson, I have developed this lesson and I am excited to use the Google form for assessment to keep an organized data collection tool and have a paperless assignment!

https://docs.google.com/document/d/1uia5FbeWn4OZ1qEBgB0gkwpxCq1PJMDBwhS_oVdFqmw/edit

Feedly Home Page

Nasa Image of the Day

The site the students will go to:Animal of the Day

National Geographic Photo of the Day

Screen shot of Google Form for Nonfiction assessment

Another screen shot of Google Form for Nonfiction assessment

RSS Lesson Plan

I was excited about this unit on RSS feeds. I was familiar with Feedly and the concept of RSS feeds. I had already set up a Feedly account for personal use and found it to be very addictive and have often had to limit my time reading through all the articles that Feedly sent each day. Using an RSS feed really makes the me realize how limitless information can be.

As I progressed through this unit, my biggest discovery and challenge was the lack of RSS feeds targeted toward students in elementary school. Specifically, RSS feeds available for students below the 4th grade level. I was really frustrated and spent many hours searching for age-appropriate materials for my young students.I really wanted to develop lessons that were authentic and useful for my students. I began to see and understand that if one was to look for engaging interactive and educational material for the 3-9 year old group, apps were numerous and readily available but web activities and sites were not. I really spent a lot of time thinking about this issue and came to the realization that this scenario made sense for a couple of reasons. First, parents, teachers and caregivers do not want these youngest students on the Web for fear of exposure to inappropriate material. Second, apps are readily available and can be used across many platforms and devices without internet access thus making them easier to access and transport. Still, I feel that this group should be better served on the web.

Given more time, I would have liked to develop (and plan to develop) a blog for the young students I serve with sites and resources for them and the grade level teachers. Through Feedly, I have begun to gather sites and sources and hope to develop a blog on WordPress as a resource for my school.

I have piloted the lesson I developed for this unit with two different groups of third graders during this past week. It was highly successful and the students were very engaged with the articles on Scholastic and very excited about the entire lesson. In the future I plan to have the assessment done on the computer/iPad rather than on paper so that students will get additional keyboarding time to continue to develop keyboarding skills.

https://docs.google.com/document/d/1eNXCbiBFFXuNJfAAnUFehx7Su4e69n6B-blICmhvG5A/edit?usp=sharing

Engaging articles on magazines.scholastic.com

Many students loved the robot article!

Anything about dinosaurs is always a hit with my students!

Our class in my Feedly feed!

Feedly offers lots of topics and subjects to search!

Customizing with color themes is available.

Screen shot of my home screen in Feedly.

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Organizing Feedly feeds.